Mnstry of Health, Kenya TRAINER’S MANUAL FOR RAPE TRAUMA COUNSELLORS IN KENYA October 2006 Rape trauma master.indd 1 4/12/07 9:25:19 AM
TRAINER’S MANUAL FOR RAPE TRAUMA COUNSELLORS IN KENYA
Mar 15, 2023
Rape trauma counselling is a key component in comprehensive postrape care services. This course aims to help provide standard, effective
and efficient rape trauma counselling and comprehensive post-rape care
in health facilities in Kenya. This manual does not necessarily provide
counsellors with skills for long-term trauma counselling. Although,
if counsellors have the skills, they may provide long-term support,
especially where rape trauma syndrome has developed into posttraumatic stress disorder
Welcome message from author
This manual provides a program that equips trainers to prepare participants to reach out to rape trauma clients in a sensitive,
compassionate and professional way. It is intended to provide structure and guidance to the trainers.
Transcript
Mnstry of Health, Kenya
TRAINER’S MANUAL FOR RAPE TRAUMA
COUNSELLORS IN KENYA
© 2006, Ministry of Health, Kenya
edited by Helen van Houten and Keta Tom page layout by Dali Mwagore, Support to Development Communication cover and printing by Tonaz Limited
Any part of this document may be reproduced, copied or adapted to meet local needs without the permission of the Ministry of Health, provided that the parts reproduced are acknowledged and distributed free of charge, not for profit.
Any commercial reproduction requires prior permission from the Ministry of Health. Permission to reproduce illustrations that cite a source other than the Ministry of Health must be obtained from the original source.
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Trainer’s manual for rape trauma counsellors
CONTENTS
MODULE 2 ...............................................................................................123 Module 2 (8 weeks) .................................................................................125
v Trainer’s manual for rape trauma counsellors
MODULE 3 ...............................................................................................129 Introduction ...............................................................................................131 Day 1 ...............................................................................................131 Introduction and climate setting .................................................131 Unit 1: Concerns from modules 1 and 2 .....................................133 Unit 2: Sharing experience ...........................................................136
Trainer’s manual for rape trauma counsellors v
DEFINITIONS
Chld frendly
‘Child friendly’ refers to a counselling room with space and materials that can be used by children during the session, such as papers, pencils and toys.
Counsellng
Amercan Counselng Assocaton:
Counseling is a collaborative effort between the counselor and client. Professional counselors help clients identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem; and promote behaviour change and optimal mental health.
Brtsh Amercan Counsellng and Psychotherapy (BACP): Counselling takes place when a counsellor sees a client in a private and confidential setting to explore a difficulty the client is having, distress they may be experiencing or perhaps their dissatisfaction with life, or loss of a sense of direction and purpose.
Personal therapy
‘Personal therapy’ refers to debriefing counsellors. ‘Debriefing’ refers to various stages of support in a traumatic or critical incident, including informal support on the job, defusing by discussing feelings shortly after a session and a formal debriefing hours or days later in a large group, with supervisors or peer support counsellors as leaders.
Round
‘Round’ is a method where participants in a group sit in a circle, without any table or object at the centre to distract their view of each other, and perform an activity in the training course.
Sexual encounter
v Trainer’s manual for rape trauma counsellors
FOREWORD
The reproductive health services needed by sexual violence survivors are complex. Sexual violence results in unwanted pregnancy, HIV and other sexually transmitted infections, psychological trauma and physical injuries.
Comprehensive care includes counselling, treating and managing injuries, treating sexually transmitted infections, handling post- exposure prophylaxis, dealing with HIV care and preventing pregnancy. Unintended pregnancy increases adverse pregnancy outcomes and can result in unsafe abortions and complications. Additionally, emerging worldwide evidence shows sexual violence is contributing towards vulnerability to HIV.
Rape trauma syndrome and post-traumatic stress disorder often accompany sexual violence. Psychological care is needed to support clinical care. It includes counselling for crisis prevention and long-term support for the survivor and family. Counselling is necessary for testing for HIV, adhering to PEP and preventing pregnancy. Comprehensive care for sexual violence survivors includes both counselling and clinical management.
This manual aims to set standards for delivering counselling services to the survivors of sexual violence and build the capacity of those who provide counselling services to the survivors. It will go a long way in addressing issues around counselling survivors of sexual violence.
Dr Josephine Kibaru Head, Division of Reproductive Health Ministry of Health
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ACKNOWLEDGEMENTS
Many stakeholders made concerted efforts towards this training manual for rape trauma counsellors. Special thanks go to Dr Josephine Kibaru and Dr Marsden Solomon, head and deputy head of the Division of Reproductive Health.
This manual was adapted from the Liverpool VCT, Care and Treatment rape trauma counsellor training manual. Carolyne Ajema, Anna Eden, Milkah Kibanya, Nduku Kilonzo, Lucy Mung’ala, Ndindi Mutisya, Youniter Mutsungah, Doreen Okoko, Dr Miriam Taegtmeyer, and Jane Thiomi helped prepare and develop the manual.
The technical working team, Dr Helton Jillo, Division of Reproductive Health; Gladys Okakah Koyengo, Kenya Medical Training College– Nairobi; and Hadley Muchela, Liverpool VCT, Care and Treatment, made substantial suggestions.
The following members of the Gender and Reproductive Health Rights working subcommittee contributed considerably to organizing and editing this manual: E. Kamanthe, A. Gituto, A. Njeru, C. Mutunga, J. Maua, Dr M. Meme, Dr P. Godia, R. Koech, R. Wayua, Ministry of Health, Division of Reproductive Health; Dr B.O.N. Oirere, Kenyatta University; Dr B. Karanja, Nairobi Women’s Hospital; Dr E. Nyamato, Liverpool VCT, Care and Treatment; Dr F. Odawa, University of Nairobi; J. Odongo, Ministry of Health, Mathare Hospital; Dr J. Othigo, Provincial Reproductive Health Training and Supervision co-ordinator, Coast Province; M. Okioma, Coalition of Women against Violence; M. Mbaya, National Coordinating Agency for Population and Development; O. Mwangi, Abantu for Development; Dr P. Cabrera, United Nations Population Fund; Mrs R.N. Sikuku, Ministry of Health, Government Chemist Department; R. Shako, P. Ndeda, Liverpool VCT, Care and Treatment; and Dr I. Askew and J. Keesbury, Population Council.
The Ministry of Health extends gratitude to June Koinange, consultant, who led a team of Dr Margaret Meme, Dr Nancy Kidula, Carolyne Ajema, Hadley Muchela, Ibrahim Fauz Ramadhan, Linda Mbeyu, Ruth Wayua, Roselyn Koech and Anne Njeru in the final review of this manual.
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The Ministry of Health would like to thank Trocaire, the Department for International Development (DfID) through Constella Futures Group, the United Nations Population Fund (UNFPA), who provided funds to develop and host a stakeholders’ workshop to finalize the manual and print it.
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Trainer’s manual for rape trauma counsellors
INTRODUCTION
Rape trauma counselling is a key component in comprehensive post- rape care services. This course aims to help provide standard, effective and efficient rape trauma counselling and comprehensive post-rape care in health facilities in Kenya. This manual does not necessarily provide counsellors with skills for long-term trauma counselling. Although, if counsellors have the skills, they may provide long-term support, especially where rape trauma syndrome has developed into post- traumatic stress disorder.
This manual provides a program that equips trainers to prepare participants to reach out to rape trauma clients in a sensitive, compassionate and professional way. It is intended to provide structure and guidance to the trainers.
The manual is divided into three modules, which include practice and demonstration of counselling skills by the participants. It has a sample training agenda, course purpose and objectives, an overview of different topics and methods and assessment tools. This manual and handouts should provide quality training to rape trauma counsellors.
COURSE STRUCTURE
Module
Module 1 is a one-week, residential training. It is the first time participants and facilitators meet. This is a theoretical phase, although participants will prepare a referral directory at the start of this module, which will be reviewed at the end of the module. Participants will be assessed on their skills and participation in class. Participants will undertake a pre- and post-course evaluation (annex 12); the results will be given when they come for phase 3. (See annex 2 for the assessment details.)
Rounds
Each day should start and end with a round. The morning round will enable participants to share their expectations for the day and how they are feeling. Allow time in this session for housekeeping issues. This helps set the climate for the day.
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Trainer’s manual for rape trauma counsellors
Module
Module 2 is eight weeks of practicum, with participants working in their own institutions. Participants counsel survivors who visit the institution. An experienced rape trauma counsellor observes at least two of the participant’s sessions. Participants are required to see at least five clients, one of whom should be a child. Each client is to be counselled for at least two sessions. Participants will keep a diary of each session. The participants are expected to write two case studies of the five clients seen. The case studies will be submitted to their facilitators one week before phase 3 and evaluated. This will enable the trainers to know which topics from module 1 need to be reviewed. The diary will be submitted the first day of phase 3.
Module 3
Module 3 is a one-week residential course for participants who have completed both modules 1 and 2. This module will cover new topics. Participants will share their experiences and learn from each other. Participants will be assessed before becoming certified to practise as rape trauma counsellors.
OBJECTIVES
Broad objectve
By the end of this course participants should be able to counsel survivors of sexual violence.
Specific objectives
Module
• Develop a common understanding of gender and sexuality issues and their interactions with sexual violence.
• Develop an awareness of personal values, gendered belief and attitudes and their influences on services for survivors.
• Develop knowledge and understanding of the medical and legal issues surrounding sexual violence.
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• Develop skill in counselling sexual violence survivors for
o Preventing immediate crisis
o Adhering to HIV prevention antiretroviral drugs
o Preventing pregnancy
o Preparing survivors to deal with the criminal justice system
o Ongoing support
Module
• Provide the participants with an opportunity to further develop themselves in counselling.
• Develop the skills and awareness of participants in dealing with and reflecting on the complexity of issues emerging.
• Develop the capacity to support survivors through the health and justice systems.
• Maintain the necessary records following the national guidelines on the managing sexual violence and rape.
Module 3
• Establish their strengths, and areas of weakness.
• Explore the counselling opportunities available, as individuals and within the institution.
• Provide participants with the opportunity to
o Explore the challenges faced during the practicum.
o Review, reflect on and analyse experiences in phase 2.
o Drawing in-depth understanding of issues and challenges in providing care for survivors of sexual violence.
o Review and practise advanced counselling skills needed for rape trauma counselling.
o Deepen self-awareness on participant socialization and sexuality.
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o Facilitate information exchange, sharing and learning from each other’s experience.
o Provide a supportive environment for supervision and counselling for the rape trauma counsellors.
Note: Evaluate the sessions at the end of the day and at the end of each unit.
COURSE PREPARATION
Partcpant selecton crtera
Participants must • Be either health service providers already counselling, either as
voluntary or diagnostic counselling and testing counsellors or as professional counsellors within an institution.
• Have practised as counsellors for at least one year and with half a year of HIV counselling.
• Have a will to provide trauma counselling full time or at least twice a week.
• Bring papers of any training they have done in counselling.
• State how much time they will dedicate to counselling after qualifying as rape trauma counsellors.
Participant names will be forwarded to the trainers, who will choose who will be interviewed. Participants must be from different regions, two per region if possible, so they can peer supervise each other during their counselling practice. An interview will ensure that the right people are selected for this course, to avoid enrolling participants who have no counselling experience or who are not involved in providing counselling services. The interviews will be conducted by the Provincial Reproductive Health Training and Supervision teams.
Note: A participant who is selected but does not meet the selection criteria will be turned away.
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Trainer’s manual for rape trauma counsellors
Traners
At least two trained and practising rape trauma counsellors will facilitate the course. They should also be qualified to train trainers.
External speakers
The external speakers should be persons recognized in that field, but their number should be kept to a minimum. The arrangements need to be discussed with the resource person(s) in advance.
Venue
Modules 1 and 3 will be residential. All arrangements such as food and entertainment, should be finalized two weeks before the course starts.
Course evaluaton
The trainer will need to evaluate the course using the following: • Morning and evening rounds
• Participant activity and pre-tests and post-tests in modules 1 and 3
• Regular course evaluation
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MODULE
DAY
SESSION
Objectves
Participants get to know each other, bond and contract as a group, and
1. Develop safety and comfort with each other.
2. State their expectations of the course.
3. Develop governance norms for the group.
Key content
• Course content
• Teaching methods
Participants negotiate start, break, lunch and end times and ground rules, creating a learning environment.
Actvty : Introductons
Methods
Welcome the participants to the training. Participants introduce themselves by saying their name, where they come from and what they would like the rest of the class to know about them, such as what they like and don’t like.
1. Each participant gives the introduction while seated in a circle.
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0 Trainer’s manual for rape trauma counsellors
or
2. Participants work with someone they do not know and introduce themselves. Then each participant introduces the partner to the rest of the group.
or
3. Participants pass around a Cellotape and state who gave it to them and to whom they are giving it. This will help everyone learn names and help the group bond.
KEY POINT
Learning names gives value to each group member. It is important to start with an activity that will help the group start bonding in the first session.
Actvty : Group norms and expectatons
Objectve
1. Establish how the group will work together throughout the week.
Method
While seated in a round, participants state what they wish each person to observe. This will give each person the boundaries to work with one another.
LEARNING POINT
The facilitators should not impose ground rules on the participants but should encourage them to come up with their own norms. However, the facilitator may need to contribute, such as if participants come up with schedules that will not allow the trainers to finish the course on time.
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Trainer’s manual for rape trauma counsellors
Actvty 3: Course content
Objectve
1. Introduce the class to the content to be covered during the week and what the entire course entails.
Method
Participants share their expectations for the training and write all of them. The facilitator goes through the expectations and explains, in each case, any that may not be met and why. The trainers need to explain the details of the whole course. Then they must focus on the objectives for module 1.
List the ‘course objectives’ on a flipchart, so participants can see which expectations will be met. If there are any that the training cannot meet, the facilitator should explain that from the start. This will enable the group to have a clear picture of what they should get by the end of the training. The facilitator gives each participant a copy of the timetable.
Actvty : Teachng methods
The facilitator highlights the different teaching methods that will be used.
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UNIT : GENDER AND POWER RELATIONS
Tme: 0 mnutes:
Objectves
By the end of unit 1, participants should be able to
1. Describe gender, sex, sexuality and related terms.
2. Explain the interactions between gender, sex, sexuality and vulnerability to sexual violence and HIV.
3. Examine the influences of socialization on our sexual values and attitudes.
Key content
• Interactions between gender, sex, sexuality and vulnerability to sexual violence and HIV
• Socialization influences on sexual violence and attitudes
Actvty : Meanng of varous terms
Method
The facilitator breaks the following words into two parts, such as gender, and writes each part on a separate, folded piece of paper: gender, sex, sexuality, gender equality, stereotypes, gender equity, socialization, rape, sexual violence, sodomy, defilement. Each participant picks one paper and finds out who has the remaining portion word. All participants whose letters join to form the same word or phrase should get into a group and discuss their understanding of it.
The small groups share these understandings with the whole group. The facilitator should encourage discussion among views and use the understanding to build definitions. Examples should be provided to highlight how these terms intersect. The facilitator should help
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participants explore how they view their world with the new understanding.
Method
Small groups discuss different words. Then the words are discussed in the whole group.
LEARNING POINTS
This activity helps examine personal values, beliefs and attitudes towards sexual violence and the ways in which we condone, contribute, support and enhance sexual violence.
• The participants learn the distinctions between gender, sex and sexuality and how socialization influences values and beliefs.
• Participants begin to develop insight into what influences gender inequality and the institutions and systems that promote it.
CONTENT: GENDER AS A CONCEPT AND RELATED TERMS
Sex
‘Sex’ is a biological classification of females and males, defining physical differences between them.
Gender
‘Gender’ is a social construct that defines differentiated roles of men and women, boys and girls. Gender is also a social idea of femininity and masculinity, which is learned, rather than innate. It varies by culture, time and place. The construction of gender takes place in all social institutions, such as family, educational institutions, religious institutions and workplace. Various factors determine how gender is socially constructed in such institutions. The construction of gender could arise out of observation or remarks made or actions taken.
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Trainer’s manual for rape trauma counsellors
Gender Sex
Dynamic Static
Geographical Universal
Learned Innate
Social Biological
Construct Classification
Gender roles
‘Gender roles’ are defined as social expectations of what men and women should do in different environments, based on the cultural ideas of masculinity and femininity. Gender roles are culturally determined and are learned. They differ from one society to another.
Sex roles
‘Sex roles’ are from nature; they are genetically determined characteristics of male and female, such as pregnancy and childbirth.
Gender roles Sex roles
Gender equty
‘Gender equity’ promotes equal opportunity and fair treatment for men and women personally, socially, culturally, politically and economically. It is based on fairness and justice.
Gender equalty
‘Gender equality’ is where men and women are seen to be equal, such as women and men having equal access to education.
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Trainer’s manual for rape trauma counsellors
Gender senstvty
‘Gender sensitivity’ is theoretical, when a person or program recognizes that gender roles are socially constructed and can be changed.
Gender responsveness
‘Gender responsiveness’ is a when a person or a program practises gender sensitivity. Actions address gender unfairness and discrimination, promote equity for women and men and include their empowerment and advancement.
Actvty : Gender, HIV and pregnancy
Tme: 0 mnutes
Method
In groups of three, the participants discuss their understanding of HIV transmission, progression, clinical signs, symptoms, vulnerability and practical HIV testing and test policy and sexual violence in Kenya. If participants seem unclear on HIV issues, the facilitator may…
TRAINER’S MANUAL FOR RAPE TRAUMA
COUNSELLORS IN KENYA
© 2006, Ministry of Health, Kenya
edited by Helen van Houten and Keta Tom page layout by Dali Mwagore, Support to Development Communication cover and printing by Tonaz Limited
Any part of this document may be reproduced, copied or adapted to meet local needs without the permission of the Ministry of Health, provided that the parts reproduced are acknowledged and distributed free of charge, not for profit.
Any commercial reproduction requires prior permission from the Ministry of Health. Permission to reproduce illustrations that cite a source other than the Ministry of Health must be obtained from the original source.
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Trainer’s manual for rape trauma counsellors
CONTENTS
MODULE 2 ...............................................................................................123 Module 2 (8 weeks) .................................................................................125
v Trainer’s manual for rape trauma counsellors
MODULE 3 ...............................................................................................129 Introduction ...............................................................................................131 Day 1 ...............................................................................................131 Introduction and climate setting .................................................131 Unit 1: Concerns from modules 1 and 2 .....................................133 Unit 2: Sharing experience ...........................................................136
Trainer’s manual for rape trauma counsellors v
DEFINITIONS
Chld frendly
‘Child friendly’ refers to a counselling room with space and materials that can be used by children during the session, such as papers, pencils and toys.
Counsellng
Amercan Counselng Assocaton:
Counseling is a collaborative effort between the counselor and client. Professional counselors help clients identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen self-esteem; and promote behaviour change and optimal mental health.
Brtsh Amercan Counsellng and Psychotherapy (BACP): Counselling takes place when a counsellor sees a client in a private and confidential setting to explore a difficulty the client is having, distress they may be experiencing or perhaps their dissatisfaction with life, or loss of a sense of direction and purpose.
Personal therapy
‘Personal therapy’ refers to debriefing counsellors. ‘Debriefing’ refers to various stages of support in a traumatic or critical incident, including informal support on the job, defusing by discussing feelings shortly after a session and a formal debriefing hours or days later in a large group, with supervisors or peer support counsellors as leaders.
Round
‘Round’ is a method where participants in a group sit in a circle, without any table or object at the centre to distract their view of each other, and perform an activity in the training course.
Sexual encounter
v Trainer’s manual for rape trauma counsellors
FOREWORD
The reproductive health services needed by sexual violence survivors are complex. Sexual violence results in unwanted pregnancy, HIV and other sexually transmitted infections, psychological trauma and physical injuries.
Comprehensive care includes counselling, treating and managing injuries, treating sexually transmitted infections, handling post- exposure prophylaxis, dealing with HIV care and preventing pregnancy. Unintended pregnancy increases adverse pregnancy outcomes and can result in unsafe abortions and complications. Additionally, emerging worldwide evidence shows sexual violence is contributing towards vulnerability to HIV.
Rape trauma syndrome and post-traumatic stress disorder often accompany sexual violence. Psychological care is needed to support clinical care. It includes counselling for crisis prevention and long-term support for the survivor and family. Counselling is necessary for testing for HIV, adhering to PEP and preventing pregnancy. Comprehensive care for sexual violence survivors includes both counselling and clinical management.
This manual aims to set standards for delivering counselling services to the survivors of sexual violence and build the capacity of those who provide counselling services to the survivors. It will go a long way in addressing issues around counselling survivors of sexual violence.
Dr Josephine Kibaru Head, Division of Reproductive Health Ministry of Health
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Trainer’s manual for rape trauma counsellors v
ACKNOWLEDGEMENTS
Many stakeholders made concerted efforts towards this training manual for rape trauma counsellors. Special thanks go to Dr Josephine Kibaru and Dr Marsden Solomon, head and deputy head of the Division of Reproductive Health.
This manual was adapted from the Liverpool VCT, Care and Treatment rape trauma counsellor training manual. Carolyne Ajema, Anna Eden, Milkah Kibanya, Nduku Kilonzo, Lucy Mung’ala, Ndindi Mutisya, Youniter Mutsungah, Doreen Okoko, Dr Miriam Taegtmeyer, and Jane Thiomi helped prepare and develop the manual.
The technical working team, Dr Helton Jillo, Division of Reproductive Health; Gladys Okakah Koyengo, Kenya Medical Training College– Nairobi; and Hadley Muchela, Liverpool VCT, Care and Treatment, made substantial suggestions.
The following members of the Gender and Reproductive Health Rights working subcommittee contributed considerably to organizing and editing this manual: E. Kamanthe, A. Gituto, A. Njeru, C. Mutunga, J. Maua, Dr M. Meme, Dr P. Godia, R. Koech, R. Wayua, Ministry of Health, Division of Reproductive Health; Dr B.O.N. Oirere, Kenyatta University; Dr B. Karanja, Nairobi Women’s Hospital; Dr E. Nyamato, Liverpool VCT, Care and Treatment; Dr F. Odawa, University of Nairobi; J. Odongo, Ministry of Health, Mathare Hospital; Dr J. Othigo, Provincial Reproductive Health Training and Supervision co-ordinator, Coast Province; M. Okioma, Coalition of Women against Violence; M. Mbaya, National Coordinating Agency for Population and Development; O. Mwangi, Abantu for Development; Dr P. Cabrera, United Nations Population Fund; Mrs R.N. Sikuku, Ministry of Health, Government Chemist Department; R. Shako, P. Ndeda, Liverpool VCT, Care and Treatment; and Dr I. Askew and J. Keesbury, Population Council.
The Ministry of Health extends gratitude to June Koinange, consultant, who led a team of Dr Margaret Meme, Dr Nancy Kidula, Carolyne Ajema, Hadley Muchela, Ibrahim Fauz Ramadhan, Linda Mbeyu, Ruth Wayua, Roselyn Koech and Anne Njeru in the final review of this manual.
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v Trainer’s manual for rape trauma counsellors
The Ministry of Health would like to thank Trocaire, the Department for International Development (DfID) through Constella Futures Group, the United Nations Population Fund (UNFPA), who provided funds to develop and host a stakeholders’ workshop to finalize the manual and print it.
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Trainer’s manual for rape trauma counsellors
INTRODUCTION
Rape trauma counselling is a key component in comprehensive post- rape care services. This course aims to help provide standard, effective and efficient rape trauma counselling and comprehensive post-rape care in health facilities in Kenya. This manual does not necessarily provide counsellors with skills for long-term trauma counselling. Although, if counsellors have the skills, they may provide long-term support, especially where rape trauma syndrome has developed into post- traumatic stress disorder.
This manual provides a program that equips trainers to prepare participants to reach out to rape trauma clients in a sensitive, compassionate and professional way. It is intended to provide structure and guidance to the trainers.
The manual is divided into three modules, which include practice and demonstration of counselling skills by the participants. It has a sample training agenda, course purpose and objectives, an overview of different topics and methods and assessment tools. This manual and handouts should provide quality training to rape trauma counsellors.
COURSE STRUCTURE
Module
Module 1 is a one-week, residential training. It is the first time participants and facilitators meet. This is a theoretical phase, although participants will prepare a referral directory at the start of this module, which will be reviewed at the end of the module. Participants will be assessed on their skills and participation in class. Participants will undertake a pre- and post-course evaluation (annex 12); the results will be given when they come for phase 3. (See annex 2 for the assessment details.)
Rounds
Each day should start and end with a round. The morning round will enable participants to share their expectations for the day and how they are feeling. Allow time in this session for housekeeping issues. This helps set the climate for the day.
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Trainer’s manual for rape trauma counsellors
Module
Module 2 is eight weeks of practicum, with participants working in their own institutions. Participants counsel survivors who visit the institution. An experienced rape trauma counsellor observes at least two of the participant’s sessions. Participants are required to see at least five clients, one of whom should be a child. Each client is to be counselled for at least two sessions. Participants will keep a diary of each session. The participants are expected to write two case studies of the five clients seen. The case studies will be submitted to their facilitators one week before phase 3 and evaluated. This will enable the trainers to know which topics from module 1 need to be reviewed. The diary will be submitted the first day of phase 3.
Module 3
Module 3 is a one-week residential course for participants who have completed both modules 1 and 2. This module will cover new topics. Participants will share their experiences and learn from each other. Participants will be assessed before becoming certified to practise as rape trauma counsellors.
OBJECTIVES
Broad objectve
By the end of this course participants should be able to counsel survivors of sexual violence.
Specific objectives
Module
• Develop a common understanding of gender and sexuality issues and their interactions with sexual violence.
• Develop an awareness of personal values, gendered belief and attitudes and their influences on services for survivors.
• Develop knowledge and understanding of the medical and legal issues surrounding sexual violence.
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Trainer’s manual for rape trauma counsellors 3
• Develop skill in counselling sexual violence survivors for
o Preventing immediate crisis
o Adhering to HIV prevention antiretroviral drugs
o Preventing pregnancy
o Preparing survivors to deal with the criminal justice system
o Ongoing support
Module
• Provide the participants with an opportunity to further develop themselves in counselling.
• Develop the skills and awareness of participants in dealing with and reflecting on the complexity of issues emerging.
• Develop the capacity to support survivors through the health and justice systems.
• Maintain the necessary records following the national guidelines on the managing sexual violence and rape.
Module 3
• Establish their strengths, and areas of weakness.
• Explore the counselling opportunities available, as individuals and within the institution.
• Provide participants with the opportunity to
o Explore the challenges faced during the practicum.
o Review, reflect on and analyse experiences in phase 2.
o Drawing in-depth understanding of issues and challenges in providing care for survivors of sexual violence.
o Review and practise advanced counselling skills needed for rape trauma counselling.
o Deepen self-awareness on participant socialization and sexuality.
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Trainer’s manual for rape trauma counsellors
o Facilitate information exchange, sharing and learning from each other’s experience.
o Provide a supportive environment for supervision and counselling for the rape trauma counsellors.
Note: Evaluate the sessions at the end of the day and at the end of each unit.
COURSE PREPARATION
Partcpant selecton crtera
Participants must • Be either health service providers already counselling, either as
voluntary or diagnostic counselling and testing counsellors or as professional counsellors within an institution.
• Have practised as counsellors for at least one year and with half a year of HIV counselling.
• Have a will to provide trauma counselling full time or at least twice a week.
• Bring papers of any training they have done in counselling.
• State how much time they will dedicate to counselling after qualifying as rape trauma counsellors.
Participant names will be forwarded to the trainers, who will choose who will be interviewed. Participants must be from different regions, two per region if possible, so they can peer supervise each other during their counselling practice. An interview will ensure that the right people are selected for this course, to avoid enrolling participants who have no counselling experience or who are not involved in providing counselling services. The interviews will be conducted by the Provincial Reproductive Health Training and Supervision teams.
Note: A participant who is selected but does not meet the selection criteria will be turned away.
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Trainer’s manual for rape trauma counsellors
Traners
At least two trained and practising rape trauma counsellors will facilitate the course. They should also be qualified to train trainers.
External speakers
The external speakers should be persons recognized in that field, but their number should be kept to a minimum. The arrangements need to be discussed with the resource person(s) in advance.
Venue
Modules 1 and 3 will be residential. All arrangements such as food and entertainment, should be finalized two weeks before the course starts.
Course evaluaton
The trainer will need to evaluate the course using the following: • Morning and evening rounds
• Participant activity and pre-tests and post-tests in modules 1 and 3
• Regular course evaluation
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Trainer’s manual for rape trauma counsellors
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Trainer’s manual for rape trauma counsellors
MODULE
DAY
SESSION
Objectves
Participants get to know each other, bond and contract as a group, and
1. Develop safety and comfort with each other.
2. State their expectations of the course.
3. Develop governance norms for the group.
Key content
• Course content
• Teaching methods
Participants negotiate start, break, lunch and end times and ground rules, creating a learning environment.
Actvty : Introductons
Methods
Welcome the participants to the training. Participants introduce themselves by saying their name, where they come from and what they would like the rest of the class to know about them, such as what they like and don’t like.
1. Each participant gives the introduction while seated in a circle.
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0 Trainer’s manual for rape trauma counsellors
or
2. Participants work with someone they do not know and introduce themselves. Then each participant introduces the partner to the rest of the group.
or
3. Participants pass around a Cellotape and state who gave it to them and to whom they are giving it. This will help everyone learn names and help the group bond.
KEY POINT
Learning names gives value to each group member. It is important to start with an activity that will help the group start bonding in the first session.
Actvty : Group norms and expectatons
Objectve
1. Establish how the group will work together throughout the week.
Method
While seated in a round, participants state what they wish each person to observe. This will give each person the boundaries to work with one another.
LEARNING POINT
The facilitators should not impose ground rules on the participants but should encourage them to come up with their own norms. However, the facilitator may need to contribute, such as if participants come up with schedules that will not allow the trainers to finish the course on time.
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Trainer’s manual for rape trauma counsellors
Actvty 3: Course content
Objectve
1. Introduce the class to the content to be covered during the week and what the entire course entails.
Method
Participants share their expectations for the training and write all of them. The facilitator goes through the expectations and explains, in each case, any that may not be met and why. The trainers need to explain the details of the whole course. Then they must focus on the objectives for module 1.
List the ‘course objectives’ on a flipchart, so participants can see which expectations will be met. If there are any that the training cannot meet, the facilitator should explain that from the start. This will enable the group to have a clear picture of what they should get by the end of the training. The facilitator gives each participant a copy of the timetable.
Actvty : Teachng methods
The facilitator highlights the different teaching methods that will be used.
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Trainer’s manual for rape trauma counsellors
UNIT : GENDER AND POWER RELATIONS
Tme: 0 mnutes:
Objectves
By the end of unit 1, participants should be able to
1. Describe gender, sex, sexuality and related terms.
2. Explain the interactions between gender, sex, sexuality and vulnerability to sexual violence and HIV.
3. Examine the influences of socialization on our sexual values and attitudes.
Key content
• Interactions between gender, sex, sexuality and vulnerability to sexual violence and HIV
• Socialization influences on sexual violence and attitudes
Actvty : Meanng of varous terms
Method
The facilitator breaks the following words into two parts, such as gender, and writes each part on a separate, folded piece of paper: gender, sex, sexuality, gender equality, stereotypes, gender equity, socialization, rape, sexual violence, sodomy, defilement. Each participant picks one paper and finds out who has the remaining portion word. All participants whose letters join to form the same word or phrase should get into a group and discuss their understanding of it.
The small groups share these understandings with the whole group. The facilitator should encourage discussion among views and use the understanding to build definitions. Examples should be provided to highlight how these terms intersect. The facilitator should help
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Trainer’s manual for rape trauma counsellors 3
participants explore how they view their world with the new understanding.
Method
Small groups discuss different words. Then the words are discussed in the whole group.
LEARNING POINTS
This activity helps examine personal values, beliefs and attitudes towards sexual violence and the ways in which we condone, contribute, support and enhance sexual violence.
• The participants learn the distinctions between gender, sex and sexuality and how socialization influences values and beliefs.
• Participants begin to develop insight into what influences gender inequality and the institutions and systems that promote it.
CONTENT: GENDER AS A CONCEPT AND RELATED TERMS
Sex
‘Sex’ is a biological classification of females and males, defining physical differences between them.
Gender
‘Gender’ is a social construct that defines differentiated roles of men and women, boys and girls. Gender is also a social idea of femininity and masculinity, which is learned, rather than innate. It varies by culture, time and place. The construction of gender takes place in all social institutions, such as family, educational institutions, religious institutions and workplace. Various factors determine how gender is socially constructed in such institutions. The construction of gender could arise out of observation or remarks made or actions taken.
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Trainer’s manual for rape trauma counsellors
Gender Sex
Dynamic Static
Geographical Universal
Learned Innate
Social Biological
Construct Classification
Gender roles
‘Gender roles’ are defined as social expectations of what men and women should do in different environments, based on the cultural ideas of masculinity and femininity. Gender roles are culturally determined and are learned. They differ from one society to another.
Sex roles
‘Sex roles’ are from nature; they are genetically determined characteristics of male and female, such as pregnancy and childbirth.
Gender roles Sex roles
Gender equty
‘Gender equity’ promotes equal opportunity and fair treatment for men and women personally, socially, culturally, politically and economically. It is based on fairness and justice.
Gender equalty
‘Gender equality’ is where men and women are seen to be equal, such as women and men having equal access to education.
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Trainer’s manual for rape trauma counsellors
Gender senstvty
‘Gender sensitivity’ is theoretical, when a person or program recognizes that gender roles are socially constructed and can be changed.
Gender responsveness
‘Gender responsiveness’ is a when a person or a program practises gender sensitivity. Actions address gender unfairness and discrimination, promote equity for women and men and include their empowerment and advancement.
Actvty : Gender, HIV and pregnancy
Tme: 0 mnutes
Method
In groups of three, the participants discuss their understanding of HIV transmission, progression, clinical signs, symptoms, vulnerability and practical HIV testing and test policy and sexual violence in Kenya. If participants seem unclear on HIV issues, the facilitator may…
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